Competencias profesionales en la Educación Inicial y su vínculo con la vocación y la formación ética

Abstract

Abstract: This research focused on the professional competencies of the Early Childhood Education teacher, teaching vocation, and ethical training within the framework of Ecuador's prioritized curriculum. Its general objective was to analyze the relationship between these dimensions to support the design of an innovative pedagogical proposal aimed at strengthening the teaching-learning process. A mixed-methods research approach was conducted, with a non-experimental design, cross-sectional scope, and descriptive scope. The Maestros 360°: Competencias, Vocación y Ética questionnaire, consisting of 78 items, was administered to ten Early Childhood Education teachers working in educational institutions in the province of El Oro. The ten teachers responded appropriately, which provided valuable information through the questionnaire. It was possible to understand that the teachers have a high level of professional competencies, as well as a strong positive value in their teaching vocation and ethical training. It was also found that, among the dimensions, communication and socio-emotional skills were the highest. These results reflect that both competencies contribute to the performance of pedagogical practice. Based on the information collected, an innovative pedagogical proposal was designed to strengthen the comprehensive development of children in Early Childhood Education.